Category Archives: Learning

The impact of storytelling in e-learning modules on participants’ retention of information

Posted on by
Reply

Céline DEBON, Léa GUIOUILLIER, Vanessa ROSEWAY

Paris Cité University, July 2024

Abstract

Learner retention and comprehension while taking an e-learning module can be achieved in many ways, for example via storytelling. Previous studies show that among the e-learning elements, including gamification and instructor-led sessions, narrative elements have been proven to positively impact how much learners enjoy, understand and remember e-learning
modules. These studies have been based primarily on students within an educational setting, however, little research has been done in the past few years about storytelling elements in e-learning courses for adults in a corporate environment. We used data from a survey disseminated to working professionals in technical writing and two e-learning modules, one with and one without storytelling elements, to test this hypothesis of a possible positive relationship between the inclusion of storytelling and learner comprehension and retention. Our findings indicate that narrative elements are useful in increasing learner retention and comprehension.

Read the full article in PDF : The impact of storytelling in e-learning modules on participants’ retention of information

Fostering critical thinking within elearning in the workplace

Posted on by
Reply

Amira HOUFAF KHOUFAF, Ophélie ETOA, Yimin ZHANG

Paris Cité University, 14/07/2024

Abstract

This article investigates the complexities and necessities of fostering critical thinking within e-learning environments, emphasizing its significance for professional training. With the rise of e-learning modules, more companies are using them for the continuous training and development of their employees. These modules cover a wide range of subjects and domains, offering unique formats and styles that change traditional teaching by providing various activities. Do they meet the needs of training employees to think critically and adapt to become more competent? Critical thinking is essential in the workplace; without questioning ourselves, we would stagnate and remain stuck in fixed thinking patterns. How can we develop critical thinking skills in a professional context through e-learning modules?

Through our analysis of various studies, interviews with e-learning designers, and surveys of e-learners, we have identified key strategies that effectively promote critical thinking. These include the use of interactive elements, diverse formats, storytelling, and student-teacher communication within e-learning modules. Integrating these elements enhances critical thinking skills, preparing employees for modern workplace demands.

Despite challenges in experimentation and measuring critical thinking, our results are promising. We encourage further studies to improve these methods and explore new approaches for developing critical thinking in e-learning contexts.

Read the full article in PDF : Fostering critical thinking within elearning in the workplace

The Advantages and Limits of Gamification Mechanisms: A Duolingo Case Study

Posted on by
Reply

Myriam BADER, Maya CLOAREC, Marlène GOUMY, Diane HUSSEIN

Paris Cité University, July 13, 2022

Abstract

Gamification in e-learning has become more popular nowadays, especially with an increasing demand for digital learning during the pandemic. Indeed, the benefits are apparent. Gamification creates engaging and interactive ways of learning and practicing a skill, which contribute to learner motivation. This study aims to examine the limits of gamification in e-learning. If we look closer at its mechanisms, gamified learning is still a challenging method for learners. Too many gamification elements in e-learning could lead to addictive behavior and other psychological issues. So, in attempt to understand and discuss the impacts and limits of those mechanisms in e-learning, we interrogated Duolingo users on their learning experience in the application and their thoughts of in-app gamification elements. The results showed that overall, most of the interviewees felt they had a relatively positive learning experience with Duolingo but showed alternating periods of strong engagement and total disengagement. The Duolingo gamification mechanisms that seem to be the most effective are the progress bar system, the quizzes and the streak system.

Read the full article in PDF: The Advantages and Limits of Gamification Mechanisms A Duolingo Case Study

The adaptation of e-learning to the learner’s preferences: What are the benefits and the limitations of personalized e-learning environments?

Posted on by
Reply

Inès Lavandier, Julie Jacquelin and Héloïse Huet

July 2021

Abstract

This study explores the personalization of e-learning environments. The main
question we would like to answer in this research article is: What are the benefits and the limitations of personalized e-learning environments? This question encompasses both ends of the spectrum. The results of our research suggest that personalized e-learning environments should provide a better learning experience because it encapsulates the learner’s preferred methods of learning. While traditional e-learning focuses on mass-learning, standard methods with few variations and interactions, the personalization of e-learning should facilitate knowledge retention and be more user-centric.

Read the full article in PDF: The adaptation of e-learning to the learners preferences

Action in E-learning

Posted on by
Reply

Clothilde BASCOU, Tingting JIANG, Sofia MOISEYEV, Adeline RITO

Paris Diderot University, July 14th, 2021

Abstract

To have a qualified workforce, companies invest in new digital strategies to develop their employees’ skills. The effectiveness of the training content is at the heart of their concerns. Contractors sell them interactive training content with the argument that it is indeed effective for knowledge retention and skills development. But companies need to know the validity of that argument to invest in the right direction.
This research evaluates the impact of action in e-learning processes on the effectiveness of online training. The data was collected through the completion of two e-learning modules (action-oriented and actionless), and surveys. Kirkpatrick’s training evaluation model was used to measure the results.
The study results suggest that the effectiveness of e-learning can be improved through the use of neurosciences, personification of training, application of e-doing, eye tracking and social learning.

Read the full article in PDF: Action in E-learning

 

 

 

Blended learning, analyzing the evolution of a training format

Posted on by
Reply

T. Briget, C. Calogeropoulos, N. Jeanroy

Paris Diderot University, August 15th 2020

Abstract

With the emergence of online training programs, we have witnessed the emergence of online learning platforms. Some of them are video-based and sometimes offer interaction between participants and teachers. Knowledge management has become primordial for companies. Training programs are flourishing. Additionally, the COVID-19 pandemic brought about reflections on training methods, with blended learning as the main focus.

Thus, in this study, we focus on how businesses implement blended learning in
their companies, based on learner and trainer feedback. Surveys and interviews offer valuable information on the state of blended learning in businesses today and highlight the different strategies businesses use when it comes to sharing their knowledge, as well as the strengths and weaknesses of different training formats.

Read the full article in PDF: Blended learning, analyzing the evolution of a training format

Adapting Personal Learning Environments to the Workplace?

Posted on by
Reply

Erika CABOUL, Nicolas CHLEFFER, Caroline VAISSIERE

Paris Diderot University, July 2016

Abstract

Personal Learning Environments (PLEs) have emerged in the higher educational field with the development of web 2.0 applications and tools. Their main features allow them to be particularly user-centric. They also rely on customization and collaborative  learning. As they cater to the learner needs – lifelong and ubiquitous access, PLEs stand at the border of formal and informal education spheres. They nevertheless raise technological and privacy issues that make them somewhat difficult to implement in the workplace. Moreover, business factors and corporate stakes are to be considered when trying to foster community-learning activities within a standardized and controlled environment such as that of the existing Learning Management System (LMS). However, some experiments have been conducted at companies level, leading to promising results for the future.

Read the full article (PDF): Adapting Personal Learning Environments to the Workplace?

Gamification in e-learning: a game-changer?

Posted on by
Reply

Gaylord CHESNAY, Sutarni RIESENMEY, Matthieu ROCHE

Paris Diderot University, September 2016

Abstract

According to the Oxford dictionary, gamification “is the application of typical elements of game playing”, such as point scoring, competition with others or rules of play, to other areas of activity to encourage engagement. Gamification is a critical methodology in education and yet, many consider its implementation as a mere source of entertainment. Our modern society has been drastically influenced by the technological revolution that began in the late 1990’s. New forms of training have emerged, in the shape of Massive Open Online Courses (MOOCs) or e-learning courses hosted on Learning Management Systems (LMS).

This article explores the use of gamification in e-learning for professional training. It aims to shed some light on the underlying causes, the needs, and the reasons behind its implementation. It also analyses the motives that provoke skepticism on some people’s part and why some companies are therefore reluctant to invest in this type of training.

In addition to readings from experts, we interviewed specialists, and we conducted our own research comparing a gamified e-learning deliverable with its standard equivalent and analyzed their completion rates. We discovered that the learners who followed the standard course were not totally put off by the lack of game elements.

Read the full article (PDF): Gamification in e-learning: a game-changer?

Innovation and training: Targeting, designing and broadcasting

Posted on by
Reply

Alizée Caudron, Auriane Desbois, Samantha Neller, Julia Ory

July 2015

Abstract

This article deals with how innovation has revolutionized current teaching methods, especially from the point of view of the people creating educational content. There are three main steps to creating good training materials: targeting, designing and broadcasting. The first step, targeting, consists in analyzing the training project before its conception, by targeting the audience and preparing the content, in order to set up the best learning strategy. The second step is designing. Today’s technology gives instructional designers an array of different ways to create and present learning content. In addition to the attractiveness and the physical aspect of training materials which is now crucial, technologies such as 3D, games or Big Data also influence training designers’ work as well as learners’ opinions on learning. The final step is broadcasting. This part of the training material producing process is probably the most innovative of all. Indeed, nowadays new broadcasting methods keep appearing every single day. From Learning Management Sytems to the “Bring Your Own Device”, connected learners have a multitude of ways to access the educational material at their disposal.

Read the full article (PDF): Innovation and training: Targeting, designing and broadcasting

Controversy mapping, 3D animation, gaming: New media to transform education and cognitive experience

Posted on by
Reply

Sandrine Guillaume, Samar Mansour, Mathilde Rémignon

July 2014

Abstract

This article aims at demonstrating how new media offer different ways of learning that fully involve learners. Controversy mapping, 3D animations and gaming make learners able to better express themselves and to progress at their own pace. This new learning process involves a certain adaptability to change from learners and educators. Due to a major shift in communication, learners are willing and able to learn by themselves. We will expose the huge contrast between the traditional ways of learning and the new ways that new media bring. These new learning media help better manage information overload,  improve position stand in public space, and add interactivity. Thanks to them, deep transformations are led: learners become self-learners and benefit from customized teaching enabled by bottom-up education – and therefore become more and more active in their cognitive experience.

Read the full article (PDF): Controversy mapping, 3D animation, gaming: New media to transform education and cognitive experience

Tablet, 3D, video: the impact of these new information technologies on teaching and customer education

Posted on by
Reply

Meriem Ben Zaiedaied, Cécile Luft, Miriam Richki

July 2013

Abstract

Lately, we witnessed the rise of new information technologies such as the tablet, the 3D and the video. These technologies quickly popularised, and today they can be found in the teaching and customer education sectors. They are used at different levels: some use them massively, whereas others are only starting to implement them.
This article deals with the changes caused by the implementation of the tablet, the 3D and the video in the teaching and learning processes as well as the training materials design. In this prospect, we will focus on this phenomenon and its extent in the last decade by establishing a State of Art.
We will then study the impact of the tablet, the 3D and the video through 3 case studies: new teaching practices using videos in controversy and debate at Sciences Po, the implementation of the tablet in the Customer Education Service of a company, and the integration of 3D models in digital textbooks at Dassault Systèmes.

Read the full article (PDF): Tablet, 3D, video: the impact of these new information technologies on teaching and customer education